Utilizing Indicator 14 data and Evidence Based Resources 2017 Improving the Future Utilizing Indicator 14 data and Evidence Based Resources 2017 Improving the Future Assumption is that everyone here understands the requirements of writing transition plans. Write down the transition activities you write in your IEPs for student’s whose goal is College/Technical Institute Direct Employment Do you ever feel like IEPs are focused on what a student can’t do? There is no room for the amazing qualities a student has outside the academic arena? Great thing about transition planning is it about what the student can do in area of future employment and independent living goals.

Dr. Grandin is a world known designer of livestock handling facilities and a Professor of Animal Science at Colorado State University. She also has autism.

Intent of IDEA requirements The purposes of this title are: (1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;… [Page 118 STAT. 2651] The purposes of this title are: (1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;… [Page 118 STAT. 2651] …. Utilize scientifically based interventions and curriculum

Intent of Rehabilitation Act The purposes of this title Sec 402 (b) are: (2) to maximize opportunities… for competitive integrated employment; (4) to increase employment opportunities and employment outcomes (5) to ensure… that youth with disabilities and students with disabilities who are transitioning from receipt of special education services … have opportunities for postsecondary success Both federal regulations want us to focus on preparing students for future employment, education and independent living. So they can have post-secondary success.

State Performance Plan IDEA 2004 Reauthorization 17 Indicators Compliance Performance Report on district (LEA) and State (SEA) performance

Transition Indicators Post-Secondary Outcomes Graduation Dropout Transition Planning

Indicator 14: Post-Secondary Outcome Survey Results indicator: Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: A. Enrolled in higher education within one year of leaving high school. B. Enrolled in higher education or competitively employed within one year of leaving high school. C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B))

Data Collection Process All students who age out, received a diploma or dropped out entered into Appendix A. Online system between April to October Black Hills State University Collect information one year later Paper or Phone The Caller Perspective

In order to determine scientifically based interventions and curriculum required in education, we must use data. Without the data, we are not sure where to focus our time and effort and money. We can’t determine whether we are making progress toward the goal.

Indicator 14: Post-School Outcomes Data Analysis Objectives Understand different data and reports available to all districts Identify which data or report that will answer questions about the data. Utilize data to determine outcome goal for your students. Identify research and evidence based strategy resources to improve outcome goal. Todd Park, Technology Advisory to Pres. Obahma said, “Data By Itself is Useless. Data is only useful if you apply it”

Access: http://www.sdposthighsurvey.org/

Initial Screen 1. Survey Information 2. Usage agreement Sped Director can provide other users in the district a username and password. 3. Indicator 14 Appendix A Enter kids to be contacted Available April to October 4. Login to data analysis site 2 3 4

Initial Log In Screen

GEDE Data Sorts Gender Ethnicity Disability Exiter Sort all the data collected from the survey

GEDE Gender, Ethnicity, Disability, Exit Report will identify the representativeness of your data. Population: type of students who exited (graduated, aged out or dropped out) the district for the survey year. Respondents: type of students that were actually contacted for the survey.

District Data Sort Sort different type of data Show how the type of students answered each survey question Show how it relates to Indicator 14 data As change the data sort, number “Status of the Interview” number will change.

Data Sort (Continued) Post-Secondary Education After education section, it will show higher education percentage for Indicator 14. What does the color mean? Red: Duplicated Number Blue: Unduplicated Number meets Indicator 14 category

Data Sort (Continued) After the employment questions, It displays percentage of students employed and percentage based on Indicator 14 What does the color mean? Red: Duplicated Number Blue: Unduplicated Number meets Indicator 14 category Indicator 14: Meets overall definition

Summary Report One page quick summary of the survey and Indicator 14 breakdown for the district.

Indicator 14 Report Only Indicator 14 breakdown

Report Starter Report with a variety of data for the district to utilize. Copy and paste into a word document. District can customize to fit audience needs regarding the Indicator 14 survey.

Longitudinal Data Report Step 1: Select Year(s) Step 1: Select Year(s) Step 2: Review Longitudinal of Student Outcomes

Analysis Process Select Longitudinal Report What does the report tell you? What question does it bring up? What report or data would help answer the question? Selected Report/Tool: Did it help you answer your question? Did it bring up more questions? If yes, what were they? Based on your questions and data, what would be your outcome goal for the students on your caseload? Write goal here?

My Example Analysis Process Select Longitudinal Report What does the report tell you? Students exiting my district are not going to higher education. What question does it bring up? Did any of the students have goal for higher education? What report or data would help answer the question? Selected Report/Tool: Did it help you answer your question? I selected Data Sort. Only one out of 5 kids over 4 years had higher education goal with a variety disability categories. 3 students said they were not prepared/skills to go to higher education. Did it bring up more questions? If yes, what were they? Why is higher education goal not a goal for our district? What activities/services do we provide that would change their goals? Based on your questions and data, what would be your outcome goal for the students on your caseload? Write goal here? My post-secondary outcome goal will be to increase the number of students post-secondary goal to attend higher education.

Review NTACT Resources Help answer the following questions? What is your post-school outcome goal? What predictors would improve the goal? What evidence or research based practices/lessons would support goal? Which will you implement for the students with the goal related to your outcome goal?

Resources National Technical Assistance Center on Transition (NTACT) http://www.transitionta.org/ Predictors of Post-Secondary Outcomes Evidence, Research, and Promising Practices in Transition Webinars Transition Services Liaison Project (TSLP) www.tslp.org Resources Regional Support

Predictor of Post School Success

Predictor of Post School Success

Effective Practices and Predictors

Activity What is your post-school outcome goal? What predictors would improve the goal? What evidence or research based practices/lessons would support goal? Which will you implement for the students with the goal related to your outcome goal?

Contact Questions on Indicator 14, Access and Data for Appendix A, etc… Beth Schiltz: Special Education Programs Beth.Schiltz@state.sd.us 605-773-4257 Training on Indicator 14 Data Analysis Site Melissa Flor: Transition Services Liaison Project mflor@tie.net 605-494-3612